Good conquers evil, Prince Elisha. Prince Elisha. Victory of good over evil. The musicality of Pushkin's fairy tale. Teacher's introduction

Speech development lesson

I. Prince Elisha. Victory of good over evil
We finish the conversation episode by episode, read each passage expressively, work with the vocabulary and rhythm of the fairy tale.
Episode eighteen. “Finally, a young man has turned to the red sun...”
Episode nineteen. “Only the month has appeared, // He chased after him with a prayer...”
Episode twentieth. “Elisha, without despondency, // rushed to the wind, calling...”
Let us pay attention to how Elisha’s excitement and his desire to find a bride grow from one meeting to another. Note magic number three: So many times the prince turns to the forces of nature.
- What words does Elisha address to the sun, moon and wind?
Elisha's appeals to the sun, moon and wind bring Pushkin's tale closer to folklore. They show the prince's anxiety, excitement, hope and sadness. These feelings are manifested in affectionate addresses, in the question: “Will you refuse me an answer?”, in persistent repetition of the main question:

Episode twenty one. “And on the coffin of the dear bride // He hit with all his might...”
- Find the epithets in this passage. What mood does the author create with their help?
- What helped the prince awaken his bride from a magical sleep?
The lines about Prince Elisha sound like a fabulously romantic climax: “And on the coffin of the dear bride // He hit with all his might.”
It becomes clear that the crystal coffin will be broken and the princess will come to life. We expect a happy climax and denouement.
- Do you like E. Pashkov’s illustration for this episode of the fairy tale? (p. 107 textbook)? Why?
- Compare the lines: “And the rumor began to ring: // The Tsar’s daughter disappeared!” - with the words: “And the rumor is already trumpeting: // The Tsar’s daughter is alive!” What is the difference in mood and musical tone between these lines? What is the reason for this difference? (Textbook question 12, p. 109.) What pictures do you imagine when you hear these lines?
The first couplet sounds uncertain, the second - confident, affirming, joyful. The difference in the mood and musical tone of the lines is created by the sounds that make up the words. For example, the word ring begins with the same letters as the word blows. In the first case, uncertainty, a feeling of cracking is created by the soft sound [p'], the combination [sv], the second couplet sounds confident ([p] is hard, the sound [y] is clearly heard), it is strengthened by the word “already”, which also has the sound [ y].
In the first couplet, the stress falls on the penultimate syllables of the lines, and this also creates the impression of uncertainty. In the second couplet the emphasis is on the last syllables of the lines, and this helps to establish a feeling of joy.
Episode twenty two. “As soon as she was buried, // The wedding was immediately celebrated...”
Note that the evil stepmother was sitting “idle at that time.”
- Why did the evil queen die?
- What qualities of the princess are rewarded in the fairy tale?
Meekness, kindness and patience are rewarded. The girl becomes a queen. However, she does not act like her stepmother.
- Compare the ending of Pushkin’s fairy tale and the German fairy tale “Snow White and the Seven Dwarfs.”
IN German fairy tale The stepdaughter forces the evil stepmother to dance in hot iron shoes at her wedding until she dies. The Pushkin princess does not and cannot do such a thing. She remains sincere and bright in her words addressed to people: “I love you all from the bottom of my heart...”
- Which traditional element Russian folk tale is introduced by the author into his tale?
Students find and read the ending.
II.Independent work on the stylistics of A. S. Pushkin’s fairy tale
We complete the assignment in writing from the textbook section “Be attentive to the word” (p. 109). From the expressions proposed in the textbook, we will write down only those that can only be found in the author’s fairy tale: did not bear the admiration, the mirror had the property, in spiritual grief, having performed a sad ritual, it suddenly went out as a victim of anger.
The following phrases may cause difficulty: I chased with a prayer, the rumor is already trumpeting. The rest of the expressions listed in the textbook are characteristic of popular speech.
Fifth graders work independently, then read out the written expressions and discuss the correctness of their choice.
III. Musicality Pushkin's fairy tale
Let us turn to the questions of the textbook heading “Painting, music, cinema, theater” (p. 109-110). Let's ask students the 3rd question:
- Which musical melody, in your opinion, - sad or cheerful, fast or slow, sharp, clear or smooth - could accompany poetic lines dedicated to the first queen, the princess, the heroes and Elisha, the queen-stepmother?
Let's give children the opportunity to speak out. The lines dedicated to the first queen could be accompanied by a slow, smooth and sad melody. The lines dedicated to the princess are not very fast and also smooth; to the queen-stepmother - a sharp melody with changes in rhythm, that is, sometimes fast, sometimes slow. Bogatyrs correspond to clear, cheerful, daring music. Elisha - lyrical and at the same time decisive.
- What musical works based on Pushkin’s fairy tales do you know?
A trained student will tell you that based on the fairy tales of A. S. Pushkin, N. A. Rimsky-Korsakov created the operas “The Tale of Tsar Saltan” and “The Golden Cockerel”; D. D. Shostakovich wrote an opera based on “The Tale of the Priest and his Worker Balda” " B. Kravchenko wrote a children's comic opera“Oh yeah Balda!” The most famous is M. I. Glinka’s opera “Ruslan and Lyudmila”, written based on Pushkin’s poem of the same name.
Fragments of these musical works used by directors when creating cartoons based on Pushkin's fairy tales.
It would be good if the teacher had the opportunity to let the children listen to several pre-selected excerpts from these works.
According to "The Tale of dead princess and about the seven heroes" by A. S. Pushkin feature film and cartoon. There are two filmstrips: with drawings by artists E. Meshkov and L. Panov. If the literature room is sufficiently equipped, you can watch fragments of a film or one of the filmstrips.
IV. Expressive reading by heart of excerpts from a fairy tale
The remaining time we listen to expressive recitation by heart of those episodes that the students prepared at home.
Homework
Read the poem “Ruslan and Lyudmila” by A. S. Pushkin. Prepare for the lesson extracurricular reading(based on the teacher’s intention).

I. Prince Elisha. Victory of good over evil

We finish the conversation episode by episode, read each passage expressively, work with the vocabulary and rhythm of the fairy tale.
Episode eighteen. “Finally, a young man has turned to the red sun...”
Episode nineteen. “Only the month has appeared, // He chased after him with a prayer...”
Episode twentieth. “Elisha, without despondency, // rushed to the wind, calling...”

Let us pay attention to how Elisha’s excitement and his desire to find a bride grow from one meeting to another. Let's note the magic number three: So many times the prince turns to the forces of nature.

What words does Elisha use to address the sun, moon, and wind?

Elisha's appeals to the sun, moon and wind bring Pushkin's tale closer to folklore. They show the prince's anxiety, excitement, hope and sadness. These feelings are manifested in affectionate addresses, in the question: “Will you refuse me an answer?”, in persistent repetition of the main question:

Episode twenty one. “And on the coffin of the dear bride // He hit with all his might...”

Find the epithets in this passage. What mood does the author create with their help?

What helped the prince awaken his bride from a magical sleep?

The lines about Prince Elisha sound like a fabulously romantic climax: “And on the coffin of the dear bride // He hit with all his might.”

It becomes clear that the crystal coffin will be broken and the princess will come to life. We expect a happy climax and denouement.

Do you like E. Pashkov’s illustration for this episode of the fairy tale? (p. 107 textbook)? Why?

Compare the lines: “And the rumor began to ring: // The Tsar’s daughter disappeared!” - with the words: “And the rumor is already trumpeting: // The Tsar’s daughter is alive!” What is the difference in mood and musical tone between these lines? What is the reason for this difference? (Textbook question 12, p. 109.) What pictures do you imagine when you hear these lines?

The first couplet sounds uncertain, the second - confident, affirming, joyful. The difference in the mood and musical tone of the lines is created by the sounds that make up the words. For example, the word ring begins with the same letters as the word blows. In the first case, uncertainty, a feeling of cracking is created by the soft sound [p'], the combination [sv], the second couplet sounds confident ([p] is hard, the sound [y] is clearly heard), it is strengthened by the word “already”, which also has the sound [ y].

In the first couplet, the stress falls on the penultimate syllables of the lines, and this also creates the impression of uncertainty. In the second couplet the emphasis is on the last syllables of the lines, and this helps to establish a feeling of joy.
Episode twenty two. “As soon as she was buried, // The wedding was immediately celebrated...”

Note that the evil stepmother was sitting “idle at that time.”

Why did the evil queen die?

What qualities of the princess are rewarded in the fairy tale?

Meekness, kindness and patience are rewarded. The girl becomes a queen. However, she does not act like her stepmother.

Compare the ending of Pushkin’s fairy tale and the German fairy tale “Snow White and the Seven Dwarfs.”

In a German fairy tale, a stepdaughter forces an evil stepmother at her wedding to dance in hot iron shoes until she dies. The Pushkin princess does not and cannot do such a thing. She remains sincere and bright in her words addressed to people: “I love you all from the bottom of my heart...”

What traditional element of Russian folk tale does the author introduce into his tale?

Students find and read the ending.
II.Independent work on the stylistics of A. S. Pushkin’s fairy tale

We complete the task in writing from the textbook section “Be careful with the words” (p. 109). From the expressions proposed in the textbook, we will write down only those that can only be found in the author’s fairy tale: did not bear the admiration, the mirror had the property, in spiritual grief, having performed a sad ritual, it suddenly went out as a victim of anger.

The following phrases may cause difficulty: I chased with a prayer, the rumor is already trumpeting. The rest of the expressions listed in the textbook are characteristic of popular speech.

Fifth graders work independently, then read out the written expressions and discuss the correctness of their choice.
III. Musicality of Pushkin's fairy tale

Let us turn to the questions of the textbook heading “Painting, music, cinema, theater” (p. 109-110). Let's ask students the 3rd question:

What musical melody, in your opinion - sad or cheerful, fast or slow, sharp, clear or smooth - could accompany the poetic lines dedicated to the first queen, the princess, the heroes and Elisha, the queen-stepmother?

Let's give children the opportunity to speak out. The lines dedicated to the first queen could be accompanied by a slow, smooth and sad melody. The lines dedicated to the princess are not very fast and also smooth; to the queen-stepmother - a sharp melody with changes in rhythm, that is, sometimes fast, sometimes slow. Bogatyrs correspond to clear, cheerful, daring music. Elisha - lyrical and at the same time decisive.

What musical works based on Pushkin's fairy tales do you know?

A trained student will tell you that based on the fairy tales of A. S. Pushkin, N. A. Rimsky-Korsakov created the operas “The Tale of Tsar Saltan” and “The Golden Cockerel”; D. D. Shostakovich wrote an opera based on “The Tale of the Priest and his Worker Balda” " B. Kravchenko wrote a children's comic opera “Ay da Balda!” The most famous is M. I. Glinka’s opera “Ruslan and Lyudmila”, written based on Pushkin’s poem of the same name.

Fragments of these musical works were used by directors when creating cartoons based on Pushkin's fairy tales.

It would be good if the teacher had the opportunity to let the children listen to several pre-selected excerpts from these works.

A feature film and cartoon were made based on “The Tale of the Dead Princess and the Seven Knights” by A. S. Pushkin. There are two filmstrips: with drawings by artists E. Meshkov and L. Panov. If the literature room is sufficiently equipped, you can watch fragments of a film or one of the filmstrips.
IV. Expressive reading by heart of excerpts from a fairy tale

The remaining time we listen to expressive recitation by heart of those episodes that the students prepared at home.
Homework

Lesson 34 Tales of A. S. Pushkin. Poem "Ruslan and Lyudmila". Extracurricular reading lesson
It seems appropriate to us to complete the conversation about Pushkin’s works in grade 5 with a conversation about the poem “Ruslan and Lyudmila,” an excerpt from which the schoolchildren have already learned by heart. The teacher will draw up a lesson plan for extracurricular reading based on the level of preparation of the class and the capabilities of the literature room. We offer several possible types of work in the lesson.
I.Working with illustrations (based on textbook material)

Look at the illustrations (p. 115-116). Read excerpts from fairy tales, name these fairy tales. Which ones did you read yourself, which ones did your parents read to you?

"The Tale of the Fisherman and the Fish."

"The Tale of the Priest and His Worker Balda."

"The Tale of the Golden Cockerel."

"The Tale of Tsar Saltan, his glorious and mighty hero Prince Guidon Saltanovich and the beautiful Swan Princess."

Which artists' illustrations do you like? Why?
II.Restoring warped text

This work will give us the opportunity to test in practice how much the concept of rhyme has been mastered and how much students feel the logic of the text. We will conduct a trial work with the class, and then divide the class into groups, give them the opportunity to work independently (we will determine tasks depending on the level of preparation of the students), and then summarize the results.

We will write (print) lines from a poem on a separate piece of paper (in this case, from the poem “Ruslan and Lyudmila”), cut the sheet into strips and give the task to collect the lines in the right order.

Texts for work

1. Speeches merged into indistinct noise;

A cheerful circle of guests buzzes;

But suddenly a pleasant voice was heard

And the sound of the harp is a fluent sound;

Everyone fell silent and listened to Bayan:

And the sweet singer praises

Lyudmila-precious and Ruslana

And Lelem made a crown for him.
2. All four go out together;

Ruslan was killed by despondency;

Thought of the Lost Bride

It torments and kills him.
3. And everything became wild and gloomy for me:

Native bush, shade of oak trees,

Merry games of shepherds -

Nothing consoled the melancholy.
4. At that time the valiant Farlaf,

Having dozed sweetly all morning,

Hiding from the midday rays,

By the stream, alone,

To strengthen your mental strength

I dined in peaceful silence.
5. You guessed it, my reader,

Who did the valiant Ruslan fight with:

He was a seeker of bloody battles,

Rogdai, the hope of the people of Kiev,

Lyudmila is a gloomy admirer.
6. The cold morning was already shining

On the crown of the full mountains;

But in the marvelous castle everything was silent.

In annoyance, the hidden Chernomor,

Without a hat, in a morning robe,

Yawned angrily on the bed.
7. The darkness of night falls in the field;

A cold wind rose from the waves.

It's too late! young traveler!

Take refuge in our delightful tower.

III. During the lesson, you can examine and discuss student drawings, listen to stories about schoolchildren’s impressions of the poem, listen to fragments of M. I. Glinka’s opera “Ruslan and Lyudmila”, watch fragments of the fairy tale film of the same name based on the script by A. Ptushko with the participation of S. Bolotin (Mosfilm film studio, 1971-1972, composer T . Khrennikov).
Test work

We talk about textbook issues (p. 117):

What kind of fairy tales do we call writers' (literary) ones? What distinguishes them from folk ones? What brings us together literary tales with the people? (1st question.)

Fairy tales that have an author are called literary or literary. Creators of literary fairy tales often take folk stories, introduce beginnings, endings, repetitions, proverbs and sayings into the work. A literary fairy tale differs from a folk tale in that the author fills the plot of a folk tale with new ideas, and sometimes comes up with his own plot. The writer expresses his opinion about the actions of the heroes, uses literary words and expressions that are not used in folk tales.

What literary fairy tales have you read? Who are their authors? (2nd question.)

If students have difficulty remembering the names and surnames of the authors, we recommend that they read the following fairy tales (a list of them can be written in advance on the board, covered with a curtain and opened at the right time):

P. P. Ershov."The Little Humpbacked Horse."

A. Pogorelsky. “Black Chicken, or Underground Inhabitants”, “Moroz Ivanovich”.

S. T. Aksakov."Scarlet Flower"

L. N. Tolstoy.“The Tale of Ivan the Fool and his two brothers: Semyon the Warrior and Taras the Belly, and the dumb sister Malanya, and the Old Devil and the Three Little Imps.”

V. M. Garshin."Frog Traveler"

D. N. Mamin-Sibiryak."Alyonushka's Tales".

M. Gorky.“About Ivanushka the Fool.”

A. N. Tolstoy."The Golden Key, or the Adventures of Pinocchio."

V. V. Bianchi."The Adventures of Ant."

E. A. Permyak.“Like fire married water.”
Homework

Individual task

Prepare short message about Patriotic War 1812, about the Battle of Borodino.

Mikhail Yurievich Lermontov

2 hours

The study of M. Yu. Lermontov’s poem “Borodino” has a rich methodological tradition. As a rule, methodologists advise starting the first lesson devoted to this work with a story about the War of 1812. This, on the one hand, prepares children for the perception of the poem, on the other, it conditions this perception.

During the “natural” (independent) process of becoming acquainted with a work, a person reads without preliminary comments and a story about the relevant events: he extracts information about the event from the text itself. The poem "Borodino" is relatively short in length and can be read and discussed in class. We propose a course of work on the poem that will help children learn to work directly with the text of the work, pose questions to it, and use all available knowledge to answer these questions. The teacher and trained students come to the rescue at the right time.

To organize such work, you must first find out from the history teacher what the children already know about the Patriotic War of 1812 and look at the history textbook. If this topic has not yet been studied in grade 5, then you can find out in a personal conversation with one of the students what he remembers from the course “History of the Fatherland” in elementary school about this war.

Lesson 35 M. Yu. Lermontov: childhood and beginning literary activity, interest in Russian history. "Borodino". Historical background poems. Lermontov's skill in creating battle scenes. The combination of conversational intonations with the patriotic pathos of the poem
I. M. Yu. Lermontov: childhood and the beginning of literary activity, interest in the history of Russia

The teacher will bring a portrait of M. Yu. Lermontov to the class, prepare and at the right moment show the students paintings depicting the Battle of Borodino and a map diagram of the Patriotic War of 1812.

What works of M. Yu. Lermontov did you read in elementary school? What do you know about this poet?

The children remember the fairy tale “Ashik-Kerib”, an excerpt from the poem “Terek”, and say that Lermontov loved the Caucasus.

Getting to know children and teenage years the poet's work can be organized in two ways: using the teacher's words or reading a textbook article. Our textbook contains informative and short article about the life of Lermontov (according to V. Manuylov). Students will read it and answer questions (p. 164-165). The teacher will, if necessary, supplement the material in the article.

You can contact reference materials textbook and read the short essay “Tarkhany Village” (pp. 301-303), look at the photos (p. 302).

We will not dwell long on Lermontov’s biography: a detailed study of it by schoolchildren is still ahead, but in this lesson the main thing for us is the topic of Borodin.
II. "Borodino". The historical basis of the poem. Lermontov's skill in creating battle scenes. The combination of conversational intonations with the patriotic pathos of the poem

After the students have tuned in and prepared to listen to the poem, the teacher reads it expressively. Students follow the textbook.

After taking the necessary pause, the teacher will do a little work to identify the perception of this poem. Despite the fact that a large number of words are unfamiliar to children, the poem makes a deep impression on fifth-graders.
Heuristic conversation

What event is this poem talking about?

Children talk about the War of 1812 and the Battle of Borodino, using all their existing knowledge.

What work dedicated to the Patriotic War of 1812 have you already studied in 5th grade?

Let us remember I. A. Krylov’s fable “The Wolf in the Kennel.”

Who talks about the battle? Why does he start his story?

An old soldier talks about the battle to the young ones. Uncle is a common reference in our country to an unfamiliar older person. One can imagine a picture of an old soldier at a rest stop talking with young soldiers or, having returned to his native village, telling his fellow villagers about the battle.

When does the conversation take place: immediately after the battle, a year later, or many years later?

How is it possible for an old soldier to tell young ones about the battle?

Let's explain to the children that the service life is tsarist army was 25 years old: a person entered the service young, and ended it as an old man.

Why do young people want to learn about the battle of Borodino? What event is referred to in the words: “...Moscow, burned by fire, // was given to the Frenchman”?

How does the old soldier begin his story? What does he regret?

How do you understand the expression “current tribe”?

What events are mentioned in the line: “We retreated silently for a long time...”?

The teacher will hang up a map, and the prepared student will talk about the first stage of the war - the retreat of the Russian armies and the three-day bloody battle near Smolensk.

What does the phrase: “...the old men grumbled...” mean? What's happened winter quarters!

According to the rules adopted in Europe at that time, they did not fight in winter: the troops were located in winter quarters.

Why were the “old people” outraged? What's happened bayonet?

- “And then we found a large field...” What kind of field is this?

As we read, we pay attention to the footnotes and find out the meaning of military terms.

Choose a synonym for the expression “ears on top of the head.”

What does the phrase mean: “I hammered the charge into the gun tightly...”?

Let us explain that the artilleryman hammering the charge had to go beyond the fortifications and therefore was open to enemy shots.

Why does the soldier call the enemy “brother musya”? With what intonation does he speak about readiness for battle?

How do you understand the following words?

During the attack, the dead fell, but the survivors closed the ranks. This is what the expression says let's go break the wall.

Let's stand with our heads means that the soldiers will not be cowardly, will not retreat and feel sorry for themselves in the attack.

- Which real events lie at the heart of the soldier's words? What in these words resembles a fairy tale?

A trained student says that military operations on the Borodino field began with the battle for the Shevardinsky redoubt (the forward fortification of the Russian army) on August 24 (September 5, new style). The battle itself took place on August 26 (September 7), i.e. on the third day. In the mouth of an old soldier, the expression: “We waited for the third day” sounds with a fabulous intonation. In fairy tales three- the magic number and decisive events occur, as a rule, for the third time.

What did the soldiers want? Why did they wait get to the buckshot?

- Find the epithets in the lines: “And then on the field of the terrible battle // The shadow of the night fell.” What mood do they create?

Why the Frenchman rejoiced?

The French were confident of victory and celebrated it in advance.

What did the soldiers do before the battle? What feeling of the soldiers does the narrator convey to us?

The fighters were determined to fight without regret own life. Everyone understood the importance of the coming day.

How does the narrator talk about the beginning of the battle? Pay attention to verbs that convey movement.

- How do you understand these words of the narrator?

Be a grip it means being able to do everything, doing any job well, being a daring, brave person. The colonel faithfully served the king, fulfilling all orders, and was caring towards the soldiers, like a father. In the soldier’s words one can hear sincere, deep bitterness when he remembers the death of the colonel.

Bulat- steel with high strength and elasticity. Damask steel was used to make bladed weapons of exceptional durability and sharpness. Words smitten by damask steel they say that it was not a bullet that killed the colonel: he participated in the battle along with the soldiers, setting an example with his courage, and was killed in close combat with a cold weapon, possibly a sword.

- “And he said, his eyes sparkling...” What words in this line create a solemn mood?

Children will mark the words said, with his eyes. We will read the stanza solemnly and restrainedly, without false pathos.

The description of the battle (three stanzas from the words: “Well, it was a day!”) will be read by one of the students. Possible tasks:

Find epithets. What impression do they create?

What parts of speech are used to convey rapid movement and sounds of battle? Find and write down these words.

Students have already encountered examples of alliteration (we do not name the term) and will show the role of the sound [p] in the lines: “And the cannonballs were prevented from flying // A mountain of bloody bodies.”

Choose a synonym for the verb experienced.

- How do you understand these lines? Who is united by the word our?

The Battle of Borodino lasted from morning until late evening; during the day, both the Russians and the French launched attacks several times, which ended in hand-to-hand combat. The French learned what Russian courage, strength and daring were. Word our unites in this text the narrator himself, Russian soldiers and the entire Russian people.

What lines of the poem echo the words of the fairy tale “Ivan - the peasant’s son and the miracle Yudo”: “As soon as it was past midnight, the damp earth shook, the waters in the river became agitated, violent winds howled, eagles screamed in the oak trees...”?

Students will note the lines: “The earth shook - like our breasts...” By identifying such details, you can convey to children the idea of the accuracy and at the same time folkloric nature of the story about a great event. We invite them to find a line in the text, when reading which they remember the mother of cheese, the earth.

Consider in the textbook a reproduction of a fragment of the “Borodino Panorama” by F. A. Rubo. Which lines of Lermontov's poem correspond to what Roubaud depicted?

Horsemen gallop across an unmown field and clash in battle, cannon smoke and the smoke of burning villages obscure the surroundings, cannonballs and bullets fly, horses neigh. On the left, above the mass of horsemen, a banner is visible.

We read the penultimate stanza.

What were the Russian soldiers ready for?

What do the words mean: “The drums began to crack, // And the infidels retreated”?

In those days, commands were given using drum signals. Various signals were developed, the meaning of which was understood by the soldiers.

The warrior regrets the death of many Russian people.

After the bloody Battle of Borodino, the Russian army continued to retreat and left Moscow. Napoleon occupied the city. The old soldier believes that this was the will of God, otherwise the Russians would not have given up Moscow.
Homework

Prepare an expressive memorization of the poem “Borodino”.
Individual task

Prepare a story about the Battle of Borodino.

Prepare a story about the “Borodino Panorama” by F. A. Rubo and other works of fine art dedicated to the Battle of Borodino. (You can use the book: 1812. Borodino panorama. - M.: fine arts, 1982.)

Lesson 36 "Borodino" - response to the 25th anniversary of the Battle of Borodino. Image of an old soldier - participant in the battle. Paintings dedicated to the Battle of Borodino

Pushkin Alexander Sergeevich - Victory of good over evil in A. S. Pushkin’s fairy tale “The Tale of the Dead Princess and the Seven Knights”

The victory of good over evil in A. S. Pushkin’s fairy tale “The Tale of the Dead Princess and the Seven Knights”

During his life, A.S. Pushkin wrote many fairy tales. For two hundred years now they have been exciting us with the beauty of poetic language, the affirmation in them of goodness, truth, justice, true beauty and humanity.

In “The Tale of the Dead Princess and the Seven Knights,” the poet simply and touchingly tells the story of the princess and her stepmother, the queen. Although the heroine of the fairy tale is not simple girl, and the royal daughter, she also had to endure a lot of grief, like all heroines folk tales who were left without a mother.

The king's new wife was “tall, slender, white, ... but proud, fragile, capricious and jealous.” The stepmother was especially proud of her beauty. When the princess grew up, she eclipsed her stepmother. The princess was not only beautiful in appearance, “white-faced, black-browed,” but, unlike the queen, she was very kind. “Full of black envy,” the queen decided to drive her young rival from the world. She ordered the maid to “take the princess into the wilderness of the forest and, tying her up, leave her alive under a pine tree to be devoured by the wolves.” But the maid took pity on the girl. And the seven heroes sheltered her until her stepmother learned from the talking mirror that the princess was alive. There was so much anger and envy in her that she was not too lazy to go into the forest herself and poison her stepdaughter.

But Pushkin does not allow anger and injustice to triumph. Her fiancé, the prince Elisha, goes in search of the princess. The prince had to travel a lot around the world until the Wind helped him find the cave where the princess slept in an eternal sleep in a crystal coffin. Elisha's love and devotion proved stronger than death: the coffin broke, and the princess came to life.

And the queen died of melancholy and anger.

In his fairy tale, Pushkin not only pleased the reader with his belief in the power of goodness and justice, but also deservedly punished the evil stepmother so that she could never again interfere with the happiness of the princess and prince Elisha.

Among the works of the great writer A. S. Pushkin, his “Tale of the Dead Princess and the Seven Knights” occupies a special place. I believe this is one of the best works Russian literature.

This fairy tale, like many others, contrasts good and evil, love and hate. There are two characters in the center. The queen is a greedy, evil, lazy and treacherous woman.

And the princess is a smart, beautiful, merciful and hardworking young girl. The main reason that pushed the queen to evil was envy. She had a magic mirror, which said that the princess was more beautiful and sweeter than her. And from then on, the queen decided to get rid of the princess. And on the second attempt she managed to poison the young girl. But the all-encompassing power of love is capable of much, and beautiful princess didn't die.

The fairy tale ends with the princess and Elisha being happy, and the evil queen dying of melancholy and loneliness. In the end, good still triumphed over evil. I would like for everything in life to always end well and for no evil to harm people.

Updated: 2017-06-14

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Journey into the world of fairy tales

Good and evil in “The Tale of the Dead Princess and the Seven Knights” by A.S. Pushkin

Fairy tale heroes Positive

Young princess
Seven heroes
Dog
Prince Elisha
Forces of nature: sun, month, wind
Mirror (always tells the truth)

Negative

Queen - stepmother
Chernavka

GOOD and EVIL

Good- everything positive, good, useful.
Good– something positive, good, useful; good deed.

Evil- something bad, harmful.
Evil- an action that has negative meaning and always entailing troubles, suffering, grief.

explanatory dictionary

Opposition Word drawing Find the description of the Princess in the text “But the princess is young, Silently blooming, Meanwhile, I grew, grew, Rose and blossomed, White-faced, black-browed, The character of such a meek man. And the groom was found for her, Prince Elisha." Does it have kind person evil feelings?

Why did the queen decide to destroy the princess?

Let's think!

In what words can we express the queen’s attitude towards the princess?
How does the princess feel about the queen who decided to destroy her? to Chernavka, who takes the girl into the dark forest?
Which of the heroines can we say that she has both external and internal (spiritual) beauty?

Development of further events

Evil queen

Threatening her with a slingshot

I put it down or not live,

Or destroy the princess.

Test

Where did the princess wander while wandering through the forest?

a) to the palace;

b) to the kingdom of the gnomes;

c) in the tower.

Test 2. The girl sees that people... live here. a) meek; b) kind; c) evil. Test 3. “The lunch hour was approaching, There was a stomping sound in the yard: Seven enter..." a) Seven heroes, seven ruddy mustaches; b) Seven knights without fear and reproach; c) Seven beautiful knights. Test 4. What method of dealing with the Tsarevna did the Tsarina come up with? a) poison with peach; b) poison with an apple; c) poison with orange. Test 5. What was the name of the dog in the fairy tale? a) Mikolko; b) Eliseiko; c) Sokolko.

Correct Answers

Meanwhile everything went on and on

And I came across a tower

I took the apple in my hands,

She brought it to her scarlet lips

Seven heroes enter, Seven ruddy mustaches

Ruffles with a gentle hand

What, Sokolko, what’s wrong with you?

The girl sees what's here

Good people live

The fight between good and evil?

Can we say that good fights evil?

Difficult vocabulary Temperament– character, spiritual qualities. Gentle– gentle, submissive, meek. Proud- aware of his superiority. Lomliva– capricious. Wayward- stubborn, doing as he pleases. Jealous – Here: painfully wanting to be the best. Comparison

Royal origin, smart, beautiful

Queen

Princess

Evil

Envious

Proud

Wayward

Lazy

Rough

Arrogant

Hard-hearted

Kind

Selfless

Modest

Meek

Hardworking

Polite

Simple

Virtuous

What forces help Elisha in his search for the Princess?

Happy ending

“The wedding was celebrated immediately,

And with his bride

Elisha got married;

And no one since the beginning of the world

I have never seen such a feast...”

Request from travelers

Constant kindness can work wonders. Just as the sun can melt ice, so kindness drives away misunderstanding, mistrust and hostility.

thinker Albert Schweitzer

Lesson summary 1. How satisfied are you with yourself and your participation in the common cause? a) very satisfied; b) satisfied; c) not satisfied; d) remained indifferent. 2. How did you like our class, did we work well together, did we treat each other with respect? 3. How important, useful, interesting was the “journey”? a) liked it very much (indicate why); b) yes, I liked it, but the following needs to be changed (specify); c) didn’t like it (write what specifically you didn’t like). Homework